Program Goal: Ensure all children with disabilities have available to them a free appropriate public education to help them meet challenging standards and prepare them for independent living and postsecondary education and/or competitive employment by assisting state and local educational agencies and families.

Objective 1 of 3:
All children with disabilities will meet challenging standards as determined by national and state assessments with accommodations as appropriate.

Indicator 1.1 of 3: Performance on NAEP: The percentage of students with disabilities that meet or exceed basic levels in reading and math on the NAEP

Measure 1.1.1 of 2: The percentage of fourth-grade students with disabilities scoring at or above Basic in reading on the NAEP.

Year

Actual Performance

Performance Targets

2000

22

2002

29

24

2003

29

25

2005

33

35

2007

37

Measure 1.1.2 of 2: The percentage of eighth-grade students with disabilities scoring at or above Basic in mathematics on the NAEP.

Year

Actual Performance

Performance Targets

2000

20

2003

29

23

2005

31

32

2007

37

Source: NCES.

Frequency: Biennially.

Next Data Available:
November 2007

Data Validated By: NCES.

Limitations: Results of the NAEP scores for students with disabilities from this sample cannot be generalized to the total population of such students.

Explanation: The 2005 targets were not met. Targets for 2002-2003 have been adjusted to be consistent with the Department's Strategic Plan 2002-2007. The 2002 & 2003 targets were exceeded.

Indicator 1.2 of 3: Exclusion from NAEP: The percentage of students excluded from NAEP due to their disability

Measure 1.2.1 of 2: The percentage of fourth-grade students included in the NAEP reading sample who are excluded from testing due to disabilities.

Year

Actual Performance

Performance Targets

2000

4

2002

5

2003

5

2005

5

2007

4

Measure 1.2.2 of 2: The percentage of eighth-grade students included in the NAEP mathematics sample who are excluded from testing due to disabilities.

Year

Actual Performance

Performance Targets

2000

3

2003

3

2005

3

2007

3

Source: NCES

Frequency: Biennially.

Next Data Available:
November 2005

Explanation: For reading, the percentage of students with disabilities excluded from the NAEP includes only public school students. For math, the percentage excluded from NAEP includes public and private school students. The Department modified the language of these measures for clarification.

Indicator 1.3 of 3: Performance on State Assessments: The number of states reporting an increase in the percentage of students with disabilities meeting state performance standards by achieving proficiency or above on state assessments

Measure 1.3.1 of 2: The number of states reporting an increase in the percentage of fourth-grade students with disabilities meeting state performance standards by achieving proficiency or above in reading on state assessments.

Year

Actual Performance

Performance Targets

2004

24

2005

25

2006

25

Measure 1.3.2 of 2: The number of states reporting an increase in the percentage of eighth-grade students with disabilities meeting state performance standards by achieving proficiency or above in mathematics on state assessments.

Year

Actual Performance

Performance Targets

2004

25

2005

25

2006

25

Source: Consolidated State Performance Report

Frequency: Annually.

Next Data Available:
August 2006

Explanation: FY 2004 data served as the baseline. The data were calculated by comparing SY 2002-03 to 2003-04 data.

Objective 2 of 3:
Secondary school students with disabilities will complete high school prepared for independent living and postsecondary education and/or competitive employment.

Indicator 2.1 of 3: Graduation Rate: The percentage of students with disabilities that graduate high school with a regular high school diploma

Measure 2.1.1 of 1: The percentage of students with disabilities that graduate from high school with a regular high school diploma

Year

Actual Performance

Performance Targets

1996

42

1997

43

1998

45

1999

47

2000

46

2001

48

2002

51

2003

52

2004

54

2005

54

2006

55

2007

56

2008

57

2009

58

2010

59

Source: State-reported data under IDEA Section 618. Denominator includes graduation with diploma or certificate, dropout, maximum age, deceased, and not known to continue.

Frequency: Annually.

Next Data Available:
August 2006

Explanation: Starting with 2004, we changed the method for calculating graduation rates. The graduation rate is now calculated by dividing the number of students aged 14 and older with disabilities who graduated with a regular diploma by the total number of students with disabilities in the same age group who are known to have left school (i.e., graduated with a regular diploma, received a certificate of completion, reached the maximum age for services, died, dropped out, or moved (not known to have continued)). This includes calculations for 57 entities (50 states, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, N. Marianas and BIA). The ''Actual Performance'' values were revised accordingly back to 1996. The previously published 2004 target of 57 applied to the old calculation and is therefore not included here.

Indicator 2.2 of 3: Dropout Rate: The percentage of students with disabilities that drop out of school

Measure 2.2.1 of 1: Percentage of students with disabilities that drop out of school

Year

Actual Performance

Performance Targets

1996

47

1997

46

1998

44

1999

42

2000

42

2001

41

2002

38

2003

34

2004

31

2005

34

2006

33

2007

32

2008

31

2009

30

2010

29

Source: State-reported data under IDEA Section 618.

Frequency: Annually.

Next Data Available:
August 2006

Explanation: Starting with 2004, the program changed the method for calculating graduation rates. The dropout rate is now calculated by dividing the number of students aged 14 and older with disabilities who dropped out or moved (not known to have continued in education) by the total number of students with disabilities in the same age group who are known to have left school (i.e., graduated with a regular diploma, received a certificate of completion, reached the maximum age for services, died, dropped out, or moved (not known to have continued)). This includes calculations for 57 entities (50 states, DC, Puerto Rico, Guam, American Samoa, Virgin Islands, N. Marianas and BIA). The ''Actual Performance'' values were revised accordingly back to 1996. The previously published 2004 target of 29 applied to the old calculation and is therefore not included here.

Indicator 2.3 of 3: Postsecondary School and Employment: The percentage of students with disabilities that are either competitively employed, enrolled in some type of postsecondary school, or both, within two years of leaving high school

Measure 2.3.1 of 1: Percentage of students with disabilities that are either competitively employed, enrolled in some type of postsecondary school, or both, within two years of leaving high school.

Objective 3 of 3:
All children with disabilities will receive a free appropriate public education.

Indicator 3.1 of 3: Certified Teachers Under IDEA (Ages 6-21): The number of States with at least 90 percent of special education teachers of children with disabilities aged 6-21 fully certified in the areas in which they are teaching.

Measure 3.1.1 of 1: Number of States with at least 90 percent of special education teachers fully certified in the areas in which they are teaching.

Year

Actual Performance

Performance Targets

1996

35

1997

36

1998

37

1999

36

41

2000

36

42

2001

37

42

2002

33

42

2003

30

37

2004

36

37

2005

39

2006

40

Source: State-reported data under IDEA section 618.

Frequency: Annually.

Next Data Available:
August 2006

Limitations: Data reflect grades 1-12, not teachers teaching children aged 6-21. States maintain data by grades taught, not ages of students. State requirements for teacher certification vary widely (i.e., teachers fully certified in one state might not be considered eligible for full certification in another state).

Explanation: 2004 actual performance represents a 6-State increase over 2003. As a result of this increase, we are within one state of our 2004 target. There continues to be a clustering of States around the 90 percent threshold in this indicator which may result in unpredictable changes from year to year.

Indicator 3.2 of 3: Highly Qualified Teachers Under NCLB: The number of special education teachers who teach core academic subjects that are highly qualified, consistent with NCLB

Measure 3.2.1 of 1: The percentage of special education teachers who teach core academic subjects that are highly qualified.

Year

Actual Performance

Performance Targets

2005

999

Frequency: Annually.

Next Data Available:
September 2005

Limitations: NCES does not collect data on high qualified teachers because there is no standard definition.

Explanation: The FY 2005 target is to establish a baseline. The target for 2006 will be determined after receipt of the 2005 baseline data.

Indicator 3.3 of 3: Services Outside the Regular Classroom: The percentage of students ages 6-21 served outside of the regular classroom 60% or more of the day because of their disability

Measure 3.3.1 of 1: Percent of students served outside of the regular classroom 60% or more of the day due to their disability (as a percentage of the school population)